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The Road Traveled : Dubai's Journey towards Improving Private Education - A World Bank Review

ACADEMIC ACHIEVEMENT ACADEMIC YEAR ACCESS TO EDUCATION ACCESS TO INFORMATION ACCREDITATION BODIES ACHIEVEMENT SCORES ACHIEVEMENTS ACTIVE PARTICIPATION BASIC EDUCATION BASIC EDUCATION SERVICES CAREER CAREER ADVANCEMENT CIVIL SOCIETY CLASSROOM CLASSROOM LEVEL CLASSROOMS COGNITIVE OUTCOMES COMMUNITY SCHOOL COMPARATIVE ASSESSMENT CURRICULA CURRICULUM DECENTRALIZATION DEMAND FOR EDUCATION DEMAND FOR SCHOOLS EDUCATED STUDENTS EDUCATION AUTHORITIES EDUCATION DELIVERY EDUCATION GOVERNANCE EDUCATION INITIATIVES EDUCATION INSTITUTIONS EDUCATION OUTCOMES EDUCATION POLICIES EDUCATION POLICY EDUCATION PROVIDERS EDUCATION QUALITY EDUCATION REFORM EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL GOALS EDUCATIONAL INITIATIVES EDUCATIONAL INSTITUTIONS EDUCATIONAL OUTCOMES EDUCATIONAL REFORMS EDUCATIONAL SERVICES EDUCATIONAL SYSTEM EDUCATIONAL SYSTEMS EDUCATORS EFFECTIVE EDUCATION EMPLOYMENT ENOUGH SCHOOLS ENROLMENTS EQUITABLE ACCESS ETHICS FINANCIAL RESOURCES FORMAL LEARNING FORMAL LEARNING OPPORTUNITIES FORMAL SCHOOLING GENERAL EDUCATION GLOBAL EDUCATION HEAD TEACHERS HIGH QUALITY EDUCATION HIGH SCHOOL HIGH SCHOOL LEVEL HUMAN CAPITAL HUMAN DEVELOPMENT HUMAN RESOURCE DEVELOPMENT INSTITUTIONAL STRUCTURE INSTRUCTIONAL TIME INTERNATIONAL STANDARDS INTERNATIONAL STUDENTS INTERVENTIONS KINDERGARTEN KNOWLEDGE ECONOMY KNOWLEDGE SHARING LABOR FORCE LABOR MARKET LANGUAGE OF INSTRUCTION LEADERSHIP LEARNING OPPORTUNITIES LEARNING OUTCOMES LEARNING PROCESSES LET LIFE SKILLS LIFE SKILLS CURRICULUM LITERACY LOCAL LEVEL MATHEMATICS MINISTRY OF EDUCATION MINORITY GROUPS MONITORING SYSTEM NATIONAL ACCREDITATION NATIONAL EDUCATION NATIONAL POLICIES NUMBER OF SCHOOLS NUMBER OF TEACHERS PEDAGOGY PERSONALITY POLITICAL CONTEXT POOR COUNTRIES PRIMARY SCHOOL PRIVATE EDUCATION PRIVATE EDUCATION SECTOR PRIVATE ENROLMENT PRIVATE PARTNERSHIPS PRIVATE SCHOOL PRIVATE SCHOOL SECTOR PRIVATE SCHOOL STUDENTS PRIVATE SCHOOLING PRIVATE SCHOOLS PROFESSIONAL DEVELOPMENT PROFESSIONAL QUALIFICATIONS PROFESSIONAL STANDARDS PROVISION OF EDUCATION PUBLIC ENROLMENT PUBLIC SCHOOLING PUBLIC SCHOOLS QUALIFIED PROFESSIONALS QUALITY ASSURANCE QUALITY ASSURANCE SYSTEMS QUALITY EDUCATION QUALITY OF EDUCATION QUALITY OF EDUCATION SYSTEMS QUALITY SCHOOLS QUALITY STANDARDS RE-ENTRY READING REPORT CARDS RESEARCH LITERATURE RESEARCHERS SCHOOL ACTIVITIES SCHOOL ADMINISTRATION SCHOOL ADMINISTRATORS SCHOOL COMMUNITY SCHOOL DISTRICT SCHOOL EFFECTIVENESS SCHOOL EXPANSION SCHOOL GOVERNANCE SCHOOL GOVERNING BODIES SCHOOL HEAD SCHOOL HEADS SCHOOL IMPROVEMENT SCHOOL INSPECTION SCHOOL INSPECTIONS SCHOOL MARKET SCHOOL NETWORK SCHOOL OPERATIONS SCHOOL ORGANIZATION SCHOOL OWNERS SCHOOL PERFORMANCE SCHOOL PERSONNEL SCHOOL PRINCIPALS SCHOOL QUALITY SCHOOL STUDENTS SCHOOL SYSTEM SCHOOL SYSTEMS SCHOOL TEACHING SCHOOL YEAR SCHOOLING SCIENCE ACHIEVEMENT SCIENCE STUDY SECONDARY EDUCATION SIGNIFICANT IMPACT SKILLED LABOR SKILLED PROFESSIONALS SKILLS DEVELOPMENT SOCIAL DEVELOPMENT SPECIAL NEEDS SPECIAL NEEDS EDUCATION STATE EDUCATION STUDENT ACHIEVEMENT STUDENT ASSESSMENT STUDENT COSTS STUDENT DROP OUT STUDENT LEARNING STUDENT LEARNING OUTCOMES STUDENT OUTCOMES STUDENT PERFORMANCE STUDENT POPULATION STUDENT PREFERENCES TEACHER TEACHER INCENTIVES TEACHER PERFORMANCE TEACHER SUPPORT TEACHERS TEACHING TEACHING MATERIALS TEACHING PROFESSION TENURE TEXTBOOKS TUITION TUITION FEE VOUCHERS YOUNG PEOPLE
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Middle East and North Africa | United Arab Emirates
2016-03-29T16:17:31Z | 2016-03-29T16:17:31Z | 2014-03-21

As Dubai has grown over the last two decades, the demand for private education has grown with it, a reflection of the number of expatriates settling in the city. Today, 88 percent of all students attend private schools. The surge in demand over this period had in fact been so significant that authorities, recognizing the need to establish a specific governmental entity to oversee the sector s expansion, moved to create the Knowledge and Human Development Authority (KHDA) in 2007. Given the city-state s unique context (in which a majority of the population are expatriates, not Emiratis), the immediate challenge for this new public institution was to identify an appropriate approach for regulating a private education sector. The main objective of the present review is to understand what has motivated KHDA s policy initiatives, what principles have guided design, how they were operationalized, and how they function in real life situations today. In what follows, we look first at the broader context of the issue by giving a brief overview of: (i) the growth of private sector education; and (ii) the rise of public governance reform initiatives in the global education policy agenda. The authors then turn to the case of Dubai: the authors present the argument in the road not traveled before reviewing how that policy framework was translated into its present institutional configuration in Dubai through the development of the institutions that came into being. The authors then reflect on the policy framework in operation, showing how the constituent components function together. The authors end by suggesting some options on potential ways forward that will further enhance the system.

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